University of Cumbria Open Access Journals
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Student teacher attitudes and beliefs towards using ICT as part of inclusive practice: A 2008-2009 pilot survey
Get PDFIn recent years there have been concerns in initial teacher education regarding the lack of attention given to developing students’ attitudes and beliefs to prepare them for inclusive education. New Scottish initiatives, such as the Inclusive Practice Project (University of Aberdeen, 2011) have recently been carried out to address such issues and reform teacher education. Although, it is too soon to determine the extent to which these initiatives have been successful, observational evidence suggests that Newly Qualified Teachers’ (NQTs) effective use of Information and Communication Technologies (ICTs) within their inclusive practices is mixed. Since both physical and virtual environments can convey affordances of educational exclusion, it is important that student teachers are prepared for inclusion using ICT. This paper describes a pilot survey which was conducted to develop a clear picture of student teachers’ beliefs and attitudes towards inclusive education when using ICT. The findings from the survey suggest that student teachers’ perceive their inclusive practices as not affected by the use of ICT. However, the findings also show that they are unsure about the extent to which ICT can affect inclusive pedagogies. Keywords: Student teachers; Attitudes and beliefs; Inclusive education and practice; E-learning; Digital divide
The Importance of schools and HEIs in Initial Teacher Training: How Collaboration Between Canterbury Christ Church University and its Partnership of Schools Changed Trainees’ Understandings of Diversity.
Get PDFThe DfE’s recent teacher training strategy, ‘Training the Next Generation of Outstanding Teachers’ argues that ‘where teachers have had extensive initial training in schools, they perform better’ (DfE 2011a, pp. 13). The strategy therefore argues that ‘schools should take greater responsibility in the system’ (ibid, pp.14), a move which follows in the footsteps of three-quarters of OECD countries (Musset, 2010, pp. 38). However, the DfE’s strategy also recognises that ‘universities bring great strengths to the training of teachers’ (DfE 2011a, pp. 14). The role of Higher Education Institutions (HEIs) in initial teacher training (ITT) will therefore not disappear but will need to be ‘reconceptualised’ (Sachs, J. 2003). Our research provides a successful model for collaboration between HEIs and schools. We show the measurable improvements to training achieved when Canterbury Christ Church University (CCCU) and its partnership of schools used a phased model in which we tapped into both parties’ different strengths. The HEI took responsibility for aggregating trainees’ experiences, co-ordinating a research based response and providing the space and theoretical frameworks for trainees to share, contrast and reflect on their in-school experiences. Meanwhile, schools brought an understanding of context which guided an appropriate response, provided trainees with opportunities to see theory in practice and a context for professional dialogue. In order to bring together these strengths, the HEI’s role started as that of initiator, then moved to that of facilitator and capacity builder and finally to evaluator and supporter. Our project was focused on a need (identified in feedback and surveys) for enhanced training on ‘teaching for diversity’. Our definition of diversity emerged from the project itself and was agreed to be: ‘the variety in pupils’ sense of self and their background including the range and differences between pupils’ personal biographies” (Menzies and Curtin, 2010, pp.1). At the end of the ITT programme, surveys and interviews suggested that trainees had developed a more sophisticated understanding of diversity and that several had changed their opinions. We explore their views on what contributed to their learning (‘the locus of learning’) and show that some, though far from all trainees were able to see significant complementarity between the contribution of the HEI and school. Keywords: Partnership; diversity; school based initial teacher training; collaboration; EBITT; Graduate training program
Role Play in Teacher Education: Is there still a place for it?
Get PDFThis article presents a case study discussing the value and significance of role play and its application in teaching the Special Educational Needs Code of Practice (CoP) as part of a module on Inclusive Practice in the context of Initial Teacher Training (ITT). Following a pedagogic necessity, role play was introduced to support more sustained reflection on the relationship between the CoP and classroom practice and to consider the complexities of inclusive practice in education. The research used multiple methods: questionnaires, observations, participatory action research and evaluations to explore the research aims. The findings suggest that students developed a range of skills, gained a more nuanced understanding of the implications of the CoP and showed a better self-awareness regarding inclusive practice. The many benefits reported here emerged from applying role play in the context of ITT. However, its flexible nature makes it transferable to other disciplines and contexts. Key words Role play; special educational needs; code of practice; learning, teaching; higher education
The use of streamed lecture recordings: patterns of use, student experience and effects on learning outcomes
Get PDFWe describe a study conducted during 2008–2009 that investigated three issues relating to the use of streamed video recordings of classes by students at the University of the Highlands and Islands. We investigated (i) the pattern of use of the resource, (ii) the student experience and (iii) the impact of watching the streamed classes on learning outcomes measured by retention of factual content. We found that most (61%) of the recordings were being used by students, with a peak in usage mid-semester. Students were mainly using recordings to replace class attendance on occasions when they could not be present, though routine use of the resource by fully online students was also common. Significant technical issues reduced the quality of the experience, although the experience was still reported as positive by most (65%) of students who had used the resource. All students who had not used the recordings reported that they would be interested in such a resource. We could find no difference in retention of factual content between our sample of students who attended classes compared with those who viewed a recording, however our sample was small. We suggest that this technology should be fully adopted, and recommend elements of development that should be addressed to maximise the full benefits to learning. Keywords: Blended Learning; recorded lecturres; learning outcomes
Engaging remote computing students
Get PDFThe use of a range of technologies is a feature of pedagogies used across higher education provision in the UK. The University of the Highlands and Islands (UHI) provides higher education in the most rural and remote region of the UK, so the use of technologies is at the forefront of approaches to learning and teaching. This reflective article considers how the UHI computing team uses technology to ensure all students have equal access to courses and teaching.Key Words: Computing; distance learning; remote; rural
Dilemmas in measuring the impact of subject-specific mentoring on mentees’ learners in the lifelong learning sector
Get PDFThis article examines dilemmas in measuring the impact of mentoring on teacher trainees and on their learners in the lifelong learning sector (LLS). In this small-scale research project, five mentors and five mentees were asked how they might evaluate the impact that mentoring might have, not just on trainees, but on their learners. The research participants, who were from different London colleges which all run a University accredited initial teacher education course, were asked: how might they measure mentoring impact? To what extent might these forms of evaluation be considered valid and reliable? The implementation of formal mentoring for teacher trainees in the lifelong learning sector has increased the need for systematic evaluation of mentoring schemes by universities and colleges in initial teacher education. The mentors’ and mentees’ suggestions for evaluating the impact of mentoring comprised quantitative and qualitative methods and also illustrated the significant challenges to evaluating, with any precision, the benefits of mentoring in hard statistical terms. Keywords: Mentoring; mentor impact;lifelong learning sector; post compulsory sector; further education; initial teacher education; initial teacher training
Exploring collaborative mentoring relationships between teachers and student teachers
Get PDFLocated within a broader initiative of teacher education reform in Scotland, this study explores teacher and student teacher mentoring relationships in the classroom. A preliminary study to investigate these relationships was conducted involving a focus group discussion with three teachers and an interview with a deputy head teacher in two Scottish primary schools. Findings indicate that teachers are clear about the concept of mentoring and its potential benefits for supporting a new scheme in initial teacher education. More importantly, teachers acknowledge the need for on-going training for those serving as mentors or supporter teachers and they are also positive about establishing a collaborative relationship with student teachers in the classroom based on egalitarian principles. The research showed that how a collaborative mentoring relationship between teachers and student teachers can be enhanced is one of the key questions/issues that needs to be explored in the next stages of the research. Key wordsMentoring; supporter teacher; student teacher; socio-constructivism; initial teacher education
‘I must be finished: I’ve reached the word count’: engaging students with assessment criteria.
Get PDFAbstract: This paper will outline research carried out with year two ITE undergraduates. They undertake a module with twelve assessment criteria which can appear impenetrable to the students. The research explored students’ response to these criteria and then audited their understanding of the specific assessment criteria. Activities were then designed to address those criteria, which the students did not understand, and to enable them to access them. These activities included ‘marking’ examples of written work, practising referencing, reflecting upon research, evaluating exemplar answers, constructing answers to key questions and working with a partner. Students evaluated the activities stating usefulness and preferences. There was an additional focus on setting and returning tasks in electronic form. Consideration is given in detail to these and the response of the students to these. The results of this research are discussed and evaluated. This research is relevant to any countries in which assessment of students’ work is carried out. Keywords: assessment; formative assessment; student engagement; e-learning; feedback
Enquiry-based Learning: the impact on postgraduate trainees
Get PDFAbstractThis paper discusses approaches to teaching and learning at postgraduate level. Innovative curriculum design and the desire to involve trainees in their own learning has seen an increasing number of those in Higher Education (HE) adopt an enquiry-based learning (EBL) approach. This paper will discuss how twenty five postgraduate trainees specialising in initial teacher training in the Early Years undertook a module which involved investigating a chosen area of early years practice and presenting this in the form of a documentary that would inform qualified teachers new to the Early Years Foundation Stage (EYFS). The promotion of the EBL approach was strategic and encouraged trainees to engage more deeply with the issues around a specific chosen topic as well encouraging autonomy and independence. Furthermore, it facilitated a set of additional knowledge and attributes that would be recognised as valuable in an early years ‘professional context’ (MacDonald, 2005). A self-efficacy questionnaire, based on Lane et al. (2003) was completed by the trainees at the beginning of the module and on completion in order to gauge individual levels of motivation, planning, ability to seek support, understanding of theory, time management and management of overall production and writing in relation to their chosen topic area. Initial findings show that whilst the trainees gained from the EBL approach to learning, it also raised far greater issues for PGCE trainees undertaking a one year intensive initial teacher training course. Keywords: Enquiry-based learning (EBL); self-efficacy; documentary; engagement; assessment process; postgraduate
